Hi there everyone out there in #NGSSchat land!
Ted Willard here (and here for me right now is NSTA's Galactic Headquarters in beautiful downtown Arlington Virginia.
I am educational cartographer by day, 3D songster by night, and standards geek 24/7.
We are talking "What's different?tonight-- been hearing a lot of asks lately about what is really different about the Framework vision, & maybe some comments about -- it is not really different. Let's share our comments, questions and stories about this topic! #NGSSchat
Q1 What’s different in the #NGSS or 3D for you? How is teaching in a NGSS/3D classroom OR shifting to 3D teaching in an NGSS/3D classroom different from your teaching of the past (or, if you are a new teacher, how is it different from how you experienced school?) #NGSSchat
A1. I often explain it like this...I used to teach about heat transfer and at the end of the unit, students made ice cream. Students smiled and did not remember any science. Now, I start with ice cream and students work to figure out how ice cream is made and learn #ngsschat
A1 Since I began teaching I have strived to make connections between student experiences & science content through experimentation.
I have always loved science & see it everywhere. I used to be the oddball now the standards support my methods. YAY!! #NGSSchat
A1: Instead of telling students science ideas, teachers share phenomena for students to figure out explain by engaging in practices. And through doing that, the learn core ideas and crosscutting concepts. #ngsschat
Q1 What’s different in the #NGSS or 3D for you? How is teaching in a NGSS/3D classroom OR shifting to 3D teaching in an NGSS/3D classroom different from your teaching of the past (or, if you are a new teacher, how is it different from how you experienced school?) #NGSSchat
A1. I often explain it like this...I used to teach about heat transfer and at the end of the unit, students made ice cream. Students smiled and did not remember any science. Now, I start with ice cream and students work to figure out how ice cream is made and learn #ngsschat
A1: I think the focus on the Practices is a big difference or me. The fact that they are clearly outlined and tied to the CCC and the DCI is awesome. I feel there’s less of me trying to figure out how they tie together. More focus on finding phenomena and storylines #NGSSchat
A1: Prior to NGSS/3D, my teaching focused more on facts. I would have “a-ha” moments where all the pieces fit together but I’m not sure my students did. As a teacher, I carried the cognitive workload and not my students. #NGSSchat
Another difference... the work load is even bigger... as the shift happens. Maybe this will change now that we have a way to really push learning and help kids develop the tools they need to think scientifically. #NGSSChat
A1 #ngsschat Its the vision of science for ALL students. It’s about students engaged in meaningful relevant investigations where they are living/ doing the work of scientists and engineers. Students get the “why” of what they are doing. ( this is a start)
A1: The difference is the driving natural phenomena that engages kids in their own learning. The natural phenomena makes Ss curious about why and how things work. The teaching method I follow is, you do, we talk, I connect! #NGSSchat
That's such a great share-- love that vision of kids loving the science and seeing it everywhere as you do via the focus on phenomena in the Framework vision. #NGSSchat
A1. I often explain it like this...I used to teach about heat transfer and at the end of the unit, students made ice cream. Students smiled and did not remember any science. Now, I start with ice cream and students work to figure out how ice cream is made and learn #ngsschat
What would you say to teachers that are comfortable with the top-down old approach to get them to consider the new model focused on phenomena and learning science as a product of the explaining phenomena? #NGSSchat
A1: Prior to NGSS/3D, my teaching focused more on facts. I would have “a-ha” moments where all the pieces fit together but I’m not sure my students did. As a teacher, I carried the cognitive workload and not my students. #NGSSchat
Q2: Professional learning for #NGSS requires professional learning facilitation changes. How is/should NGSS professional learning be different? What has been your best PD about NGSS, 3D standards or the Framework? #NGSSchat
Coherence and relevance from the student point of view, anchored in phenomena that are compelling and solving problems that help students see how they can make a difference in issues of community concern, from ecological justice to climate change #NGSSChat
Q1 What’s different in the #NGSS or 3D for you? How is teaching in a NGSS/3D classroom OR shifting to 3D teaching in an NGSS/3D classroom different from your teaching of the past (or, if you are a new teacher, how is it different from how you experienced school?) #NGSSchat
A1 #ngsschat Its the vision of science for ALL students. It’s about students engaged in meaningful relevant investigations where they are living/ doing the work of scientists and engineers. Students get the “why” of what they are doing. ( this is a start)
A1: The difference is the driving natural phenomena that engages kids in their own learning. The natural phenomena makes Ss curious about why and how things work. The teaching method I follow is, you do, we talk, I connect! #NGSSchat
Hi everyone. Patrick from Lexington, KY. 8th grade science. Getting ready for our state Science Conference @KySciTA and life in general has me running ragged at the moment. #NGSSChat
A2. Probably my best professional learning has been collaboration with my dear colleague @scispacecadet as we would strike out on our own and make the changes. If you don't fail in the classroom every once in a while, you aren't trying anything new. #ngsschat
Q2: Professional learning for #NGSS requires professional learning facilitation changes. How is/should NGSS professional learning be different? What has been your best PD about NGSS, 3D standards or the Framework? #NGSSchat
A2) Best ones - it would be a tie. The NGSS@NSTA have been fantastic. Great way to here from the experts. Other one was a district wide teacher led conference on NGSS. Getting the chance to sit and talk with my colleagues was invaluable! #NGSSChat
Q2: Professional learning for #NGSS requires professional learning facilitation changes. How is/should NGSS professional learning be different? What has been your best PD about NGSS, 3D standards or the Framework? #NGSSchat
A2: My best PD has been with NSTA and Achieve. Taking a deep dive into the why and the how. This shift is not easy or comfortable but it is dynamic and well worth the effort. NGSS PD must focus on the magic of 3D and the strength of figuring out Phenomena .#NGSSChat
What would you say to teachers that are comfortable with the top-down old approach to get them to consider the new model focused on phenomena and learning science as a product of the explaining phenomena? #NGSSchat
Hi Bill-- great to see you! Perfect question to join in on--Q2: Professional learning for #NGSS requires professional learning facilitation changes. How is/should NGSS PL be different? What has been your best PD about NGSS, 3D standards or the Framework? #NGSSchat
Hi everyone. Patrick from Lexington, KY. 8th grade science. Getting ready for our state Science Conference @KySciTA and life in general has me running ragged at the moment. #NGSSChat
A2: it needs to be long term, supportive, and driven by data and reflection. It should focus on small changes that make big impacts. Changing everything at once is too overwhelming. Having peer coaches who’ve done the switch to 3D is huge. #NGSSchat
A2 Good PD around NGSS is hard to find. Here in MA we are building a platform for sharing with the Science Ambassador program.
I always recommend @STEMTeachTools for a go to resource #NGSSchat
A2. Probably my best professional learning has been collaboration with my dear colleague @scispacecadet as we would strike out on our own and make the changes. If you don't fail in the classroom every once in a while, you aren't trying anything new. #ngsschat
Thanks -- see my answer about my own learning...In terms of learning I've led, it's been co-designing units with DPS teachers like @FriendArlene on #NGSSChat tonight - co-design helps you learn more deeply about what NGSS is all about!
In reply to
@TdiShelton, @cueducation, @FriendArlene
Q2: Professional learning for #NGSS requires professional learning facilitation changes. How is/should NGSS professional learning be different? What has been your best PD about NGSS, 3D standards or the Framework? #NGSSchat
Q2: The NGSS Screening Tool and EQuIP rubric with others. It has really pushed my understanding of what this type of teaching looks like. The conversations that I’ve had about what constitutes evidence and if it is adequate have really helped me grow #NGSSchat
Claro que sí....What we are learning today is not just in case I need it in the future, or because the teacher says I need to know it, but because we as a class need to learn this in order to figure out a piece of a phenomenon or work toward a solution to a problem #NGSSChat
A1. Leaving behind the standard progression of content and mixing things together that I hadn’t before. For example, in PhysSci Ss are exploring energy and I am pulling out all types to explore rather than covering mechanical in “physics” and chemical in “chemistry” #NGSSchat
A2: Gah! Sorry I'm late! Dan from MA. My favorite NGSS PD has been anchored in practices. Went to a good one on argumentation this morning at @MAscienceteach conference. Real science is using these skills, so good PD must explain how to use practices to drive mastery! #ngsschat
Well, it was a few years ago when NGSS was adopted. Myself and a few other teachers took upon ourselves to design and lead a summer PD session. I would like to bring it back now and get someone to swing up and help us with storylines and using the EQUiP rubric. #NGSSChat
A2: One resource developed by @CSSSupervisors that I was privileged to be part of was the Science Professional Learning Standards. Does the PD you've taken part in reflect these? https://t.co/2d4eo3DTRC#NGSSChat
Q2: Professional learning for #NGSS requires professional learning facilitation changes. How is/should NGSS professional learning be different? What has been your best PD about NGSS, 3D standards or the Framework? #NGSSchat
A2: Gah! Sorry I'm late! Dan from MA. My favorite NGSS PD has been anchored in practices. Went to a good one on argumentation this morning at @MAscienceteach conference. Real science is using these skills, so good PD must explain how to use practices to drive mastery! #ngsschat
Absolutely! there is no quick fix. Frustrating when people want all the knowledge in a 2hr PD.
We've been at this for years and still learning #NGSSchat
A2: Ready for a PD next week. PM portion will focus on 5 Practices for Orchestrating Productive Task-based Discussions in Science. Cognitive Demand and moving from IRE (T initiates S responds T evaluates) to Focused Talk. #NGSS#NGSSchat
A:3 I invite parents to discuss science with their students and I encourage students to try to apply their learning to things in their daily lives. It is so exciting to see students see science as a way of knowing. #NGSSChat
Regularly I have conversations with parents outside of school, at my son´s Scout meeting and orchestra concerts. Always useful and interesting. #ngsschat
A3: The school system for which I work produced a video https://t.co/ObZ30B4j86 and we like to share it with both educators, especially those new to the system, and families. #NGSSchat
Q2: The NGSS Screening Tool and EQuIP rubric with others. It has really pushed my understanding of what this type of teaching looks like. The conversations that I’ve had about what constitutes evidence and if it is adequate have really helped me grow #NGSSchat
A3: We've engaged our community stakeholders as partners in developing and supporting design challenges that connect students and community to one another -- tree planting with @denverparksrec, for example #NGSSChat
A3: Teach the meaning of DCI, SEP, CCC. Emphasize that there is no hierarchy, rather the three are woven together throughout the course of a storyline. #NGSSchat
Well, it was a few years ago when NGSS was adopted. Myself and a few other teachers took upon ourselves to design and lead a summer PD session. I would like to bring it back now and get someone to swing up and help us with storylines and using the EQUiP rubric. #NGSSChat
Currently we are partnered with @ProjectVOYCE in Denver to develop workshops for teachers to support inclusive and respectful classrooms in science #NGSSChat
A3: Traveled around state a few years ago, engaged parents/community members in phenomenon-driven investigations. Schools set up science nights, people brought kiddos, we did science 2gether! So much fun & allowed people 2 see what is possible vs what they experienced. #NGSSchat
A2: One resource developed by @CSSSupervisors that I was privileged to be part of was the Science Professional Learning Standards. Does the PD you've taken part in reflect these? https://t.co/2d4eo3DTRC#NGSSChat
Q2: Professional learning for #NGSS requires professional learning facilitation changes. How is/should NGSS professional learning be different? What has been your best PD about NGSS, 3D standards or the Framework? #NGSSchat
A3. Well, I wrote a column about advocacy and a letter and NSTA published it. I am in a good position, 20+ years in a small community school. My parents know me, I may have taught them, and I am trusted for having student best interest at heart. #ngsschat
Q3: This is such an important question. My first year as an admin was the year Common Core math/ELA rolled out. Not involving the parents and having meaningful conversations about why there were changes and how things had changed continue to haunt our progress.#NGSSchat
A3: You know, I haven't done enough to tell parents about how the standards and curriculum have evolved. We have conferences next week. Anyone have any good practices for how to share curricular goings on when parents come in for conferences? #NGSSchat
A2: Ready for a PD next week. PM portion will focus on 5 Practices for Orchestrating Productive Task-based Discussions in Science. Cognitive Demand and moving from IRE (T initiates S responds T evaluates) to Focused Talk. #NGSS#NGSSchat
A2: some of the BEST PD I attended for #NGSS was with the @exploratorium They are ALL about "what do u notice, what do u wonder" Really helped me see how facilitate PD with Ts around phenomena and modeling. #ngsschat
A2. I have been back in the classroom for just 3 years. I haven’t had more valuable 3D PD than just having a mentor who was on the standards writing team. Looking forward to some great sessions in StL #NGSSChat
A 3: I like to tell parents that Ss can memorize facts but the real learning occurs when they can explain and apply their knowledge. NGSS pushes students to think deeply. #NGSSchat
A3: The school system for which I work produced a video https://t.co/ObZ30B4j86 and we like to share it with both educators, especially those new to the system, and families. #NGSSchat
A3: We are going to hold a #NGSS night at our school in early spring to share with parents and our community the shift...they will experience NGSS through hands-on experiences. #ngsschat
A2: I love this question @TdiShelton I have caught myself talking too much in front of educators...I hate the feeling of disconnect between encouraging high quality science education but through stand and deliver professional development #NGSSchat
Q4: How are the SEP’s or science and engineering practices different from the “Scientific Method” or inquiry of the past and/or past standards? #NGSSchat
The ¨scientific method¨ was so linear and the first chapter in the book. The SEP´s are not designed as a process. They are the skills needed to ¨do science¨. At least that´s what I think. #ngsschat
Q4: How are the SEP’s or science and engineering practices different from the “Scientific Method” or inquiry of the past and/or past standards? #NGSSchat
A3: Traveled around state a few years ago, engaged parents/community members in phenomenon-driven investigations. Schools set up science nights, people brought kiddos, we did science 2gether! So much fun & allowed people 2 see what is possible vs what they experienced. #NGSSchat
A:4 The SEPs are students doing science the way scientists do science. The scientific method... is a turn off the SEPs are a turn on. Kids love being in the drivers seat. They see the learning as their job when they are challenged to do it.#NGSSChat
Let me count the ways....Practices are multiple, overlapping, nonlinear, deeply cultural practices that evolve over time, differ by sub-discipline and even from lab to lab in significant ways, and are the ways sci/eng construct, critique, and communicate knowledge #NGSSChat
Q4: How are the SEP’s or science and engineering practices different from the “Scientific Method” or inquiry of the past and/or past standards? #NGSSchat
Q3(2):Parents want to be able to help their kids. Science instruction that looks different from what they learned is scary. Help them understand so they won’t transfer their frustrations to their kids. #NGSSchat
A3:Each of our Elementary schools hosts a Back-2-School Night in the beginning of the year. We over a PPT template for each grade-level to b used by individual teachers. The slides r intended to serve as a tool for teachers to use to structure conversation with families #NGSSchat
A1: These two questions: "What do u notice? What do u wonder?" Leading with these Qs has TRANSFORMED my classroom. Ss talk, share, brainstorm...it is POWERFUL. I was not challenged to notice or wonder as a Bio major...damn shame. #ngsschat
A4. If we are to encourage students to engage in figuring phenomenon or solving problems, we need to take a non-linear approach to them (students) using the practices/skills of scientists and engineers. That is the biggest shift I see. #ngsschat
A4: The "practice turn" is not just in science education...It represents a way in which we are taking a page from the field of science and technology studies to develop new purposes for science education #NGSSchat
Q4: How are the SEP’s or science and engineering practices different from the “Scientific Method” or inquiry of the past and/or past standards? #NGSSchat
A4: The scientific method implies steps always taken, and in a certain order, which is NOT how real science works! The practices can be used more flexibly to fit the phenomenon in question! #ngsschat
Q: Often we use literacy skills in service to other content areas. What about using science content and particularly the #NGSS practices in service to unrelated content like social studies? #ngsschat
Let me count the ways....Practices are multiple, overlapping, nonlinear, deeply cultural practices that evolve over time, differ by sub-discipline and even from lab to lab in significant ways, and are the ways sci/eng construct, critique, and communicate knowledge #NGSSChat
Q4: How are the SEP’s or science and engineering practices different from the “Scientific Method” or inquiry of the past and/or past standards? #NGSSchat
Oh, hey. Just saw this #NGSSChat question whilst lurking. The biggest difference for me is that the SEPs are not about just one process or methodology.
Also: Discourse matters. Making understanding(s) public matters.
Q4: How are the SEP’s or science and engineering practices different from the “Scientific Method” or inquiry of the past and/or past standards? #NGSSchat
Q3(2):Parents want to be able to help their kids. Science instruction that looks different from what they learned is scary. Help them understand so they won’t transfer their frustrations to their kids. #NGSSchat
A3 imagine me subbing in a classroom where the bulletin board is all scientific method and I was to lead students through an exercise about such method in textbook #ngsschat
A4: I think the practices bring back the “art” of science. That it is creative and collaborative but can also be a reflective singular process as well. #NGSSchat
A4: The SEPs are not a stand alone thing. They are skills embedded throughout the course and are JUST as important as the DCI and CCC. They are assessed with, not separate from the concepts of the course. #ngsschat
A4: The practices help support student and teacher understanding that doing science isn’t just the “hands on”/experiment part or reading and writing about science. #NGSSchat (also hi @TdiShelton, glad I could jump on today!!)
A4: Practices do not sit outside history, culture, or politics unlike sci meth. Henrietta Lacks' cancer cells were used to advance science without her consent, a practice not acceptable today. As we apprentice Ss to practices, we need to tell them they can *change* them #NGSSChat
Q4: How are the SEP’s or science and engineering practices different from the “Scientific Method” or inquiry of the past and/or past standards? #NGSSchat
Agreed, I like what @tiffanyneill said about phenomenon-driven investigations w / families - I'll try on Tuesday! And the video is great - similar idea to what @ElemSci_JenBW shared before! #NGSSChat
In reply to
@TdiShelton, @tiffanyneill, @tiffanyneill, @ElemSci_JenBW
A4 SEPs run my classroom and they are written on my board as our “what we are learning” daily so I don’t give away the science. Scientific method was used 1-2 days a month, maybe #NGSSchat
A4: The scientific method implies steps always taken, and in a certain order, which is NOT how real science works! The practices can be used more flexibly to fit the phenomenon in question! #ngsschat
A3 imagine me subbing in a classroom where the bulletin board is all scientific method and I was to lead students through an exercise about such method in textbook #ngsschat
Oh, hey. Just saw this #NGSSChat question whilst lurking. The biggest difference for me is that the SEPs are not about just one process or methodology.
Also: Discourse matters. Making understanding(s) public matters.
Q4: How are the SEP’s or science and engineering practices different from the “Scientific Method” or inquiry of the past and/or past standards? #NGSSchat
Q5: Storylines are a big part of the NGSS what’s different conversation. What are storylines? What makes a storyline different from just a sequence of lessons? #NGSSchat
First, remember the #ElkinsPrinciple (from @ElkinsSciKy), then, a model is something we use to explain, predict, or describe something in the world that is puzzling to us, that we can use to solve a problem #NGSSchat
A4: I think the practices bring back the “art” of science. That it is creative and collaborative but can also be a reflective singular process as well. #NGSSchat
#ngsschat - A4 - it seems to me the only true method in science is to keep making observations and asking questions. - Good science though needs observations, reasoning, analyzing, sharing, models, investigations... add other practices here
A4. Good question and strong answers. Adding that SEPs have id’ed skills to improve where previously method was a process that rarely was broken down and refined. I now may assign or assess just one single SEP. #ngsschat
A4: The scientific method implies steps always taken, and in a certain order, which is NOT how real science works! The practices can be used more flexibly to fit the phenomenon in question! #ngsschat
A4 follow up. When I lead PD, one approach asks teachers to evaluate different models of the moon phases and really look at what the model is eliciting from the students. A lot of teachers realize they need to up their game. #ngsschat
This is an all call - @NGSS_tweeps needs some good teachers like you all to step up and take the wheel for a week in the spring. Let me or @VogelWendi know if you are interested. #ngsschat
A4 Hey, I'm looking for more students and teachers to share class learning on twitter by tweeting the "practices." HIt me up if you are interested. #ngsschathttps://t.co/1SmQplDL70
A5. Storylines are the narrative which a teacher designs when they determine their lesson sequence. I ask students, "Where else might you have seen something similar?" (Thanks @reiserbrianj) I use the student answers to build the storyline. Very powerful stuff. #ngsschat
A4 (follow-up): Yes, we've been making models, but pre-NGSS they were over-simplified regurgitations of ideas. Now (on good days) they're high-rigor applications, or means for S's to explore concepts they're trying to figure out. #NGSSChat
Final Q/ Q6: How do #NGSS grading approaches need to be different from grades of the past? What are your biggest challenges with grades and/or grading in the 3D standards era? #NGSSchat
A:5 Storylines bring science to life for learners. They engage the student and connect the pieces of the learning. Traditional scope and sequence was about fitting ideas together. Storylines draw students in and provide crumbs for leading them along the learning path. #NGSSChat
Q5: Storylines are a big part of the NGSS what’s different conversation. What are storylines? What makes a storyline different from just a sequence of lessons? #NGSSchat
A5: What's different about a storyline is that we write the experience as it unfolds from the student point of view. We never get it right the first time, but instead of focusing on "coverage" we imagine ourselves as a student learning #ngsschat
A6. I would say my largest shift is going toward multiple measures for everything I do. Students write, students investigate, students build, students discuss... so if I assess something, it had better be important, meaninful, and elicit understanding. #ngsschat
A6. I would say my largest shift is going toward multiple measures for everything I do. Students write, students investigate, students build, students discuss... so if I assess something, it had better be important, meaninful, and elicit understanding. #ngsschat
If you don't have to grade, don't. It inhibits learning (via Black and Wiliam). Since nearly all of us do (higher ed self included): make sure that what you assign grades for really matters and reflects 3D not 1D science #NGSSchat
Final Q/ Q6: How do #NGSS grading approaches need to be different from grades of the past? What are your biggest challenges with grades and/or grading in the 3D standards era? #NGSSchat
A6: Assessments MUST model the 3d of NGSS, not 50 m/c Qs. It's NOT just content, it's also skill! Ss should be able to REASSESS becuz learning is messy and ongoing. We r shifting to standards based grading with incredible results. It's hard work but Ss are learning! #ngsschat
Clarification: Qualitative feedback to help students get better is VERY important. Giving a grade makes it more likely students will ignore that feedback #NGSSChat
